At one moment in the recent CCE / G&E SIG webinar Prof. Anderson-Levitt made mention of Guy Vincent’s work on the notion of the forme scolaire and the finding that increasingly — at least in middle class homes in certain cultural settings — parents seem to be more and more interacting with their children in the guise of teacher. Especially in the “preschool” years (a telling descriptor in and of itself!) children’s home environments seem to be ever more permeated by educational initiatives. Many of the cultural “forms” of schooling that at one point in history were more commonly found inside institutions of schooling now are common features of many middle-class homes: present not just in chalkboards and worksheets, but also in parenting behaviors around the regulation of time-practices and efforts to orient children towards learning in particular ways.
This observation brings to mind the concepts of educationalization and pedagogization as they have discussed in recent work spearheaded by Belgian historian of education Marc Depaepe. As part of trying to get a better understanding of the ever-increasing central role of the pedagogical in society these scholars discuss educationalization as not just limited to schooling institutions but also explore how everyday non-educational issues become defined in terms of (lifelong) learning, skills, competencies, assessments and performance.
All of this might stand as a useful reminder that when CIES members gather in Puerto Rico at the end of April 2012 to attend a conference that bears the title “The Worldwide Education Revolution” we need to be sure not only to discuss the implications of the dramatic expansion of formal schooling in terms of institutions. To the extent that we can speak on a global scale of an “emerging schooled society” it would be one emerging not simply due to the educational journeys of increasing numbers of people through schooling institutions. It is clearly important to also consider “non-formal education,” however even that category may not be casting the net wide enough — in important ways, the schooled societies of the 21st century may be emerging through the uptake and hybridization of cultural behaviors, habits, expectations and standards that increasingly “educationalize” social problems and human endeavors.